Queer pedagogy: Approaches to inclusive teaching

Author(s): Nemi Neto, J.
Date: 2018
Publication: Policy Futures in Education
Citation: Nemi Neto, J. (2018). Queer pedagogy: Approaches to inclusive teaching. Policy Futures in Education, 16(5), 589–604. https://doi.org/10.1177/1478210317751273
Section on webpage: Queer Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) While it is common knowledge that language shapes how we think about gender and sexual identity there is no standard educational practice to create awareness about the place of sexual and gender diversity in the context of language learning. This article draws on queer pedagogy and queer theory to devise teaching practices that acknowledge queer visibility in the classroom. The goal of this article is to examine strategies to enhance inclusion, recognition and visibility of sexual and transgender minorities in the classroom. I propose that language instruction is in need of a queer pedagogy that challenges both the heteronormative assumptions of most language textbooks, and classroom practices that erase Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Asexual (LGBTQIA) visibility. I argue that language instructors need to be inventive and critical, willing to address in class what most language manuals omit. This way, I hope to contribute to the development of tools and strategies that guarantee a safe, affirmative space for sexual and transgender minorities in our classrooms.

 

Queer pedagogies

Author(s): Potvin, L.
Date: 2020
Publication: Companion to Sexuality Studies
Citation: Potvin, L. (2020). Queer pedagogies. In N. A. Naples (Ed.), Companion to Sexuality Studies (1st ed., pp. 122–139). Wiley. https://doi.org/10.1002/9781119315049.ch7
Section on webpage: Queer Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Summary) Emerging from queer theory, queer pedagogies resist dominant social norms in classrooms and schools and create space to counteract the marginalization experienced by Lesbian/Gay/Bisexual/Trans/Queer+ (LGBTQ+) people in educational contexts. I situate this chapter within a Western context by acknowledging my privilege as a white/settler, Canadian scholar and explore the emergence of queer pedagogies from sociological and educational theory. I outline the significance of challenging heteronormativity and heterosexism for educators working to queer their classroom practices. The chapter concludes with strategies for educators to deepen their pedagogy and practice.

 

Queer pedagogical theory

Author(s): Thomas-Reid, M.
Date: 2021
Publication: Oxford Research Encyclopedia of Education
Citation: Thomas-Reid, M. (2021). Queer pedagogical theory. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1398
Section on webpage: Queer Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Summary) Queer pedagogical theory might be best thought of as a mindset to approaching the classroom derived from the lived experience of queerness. Starting with a consideration of what is to be queer, one can begin to develop an understanding of how queerness as an identity might inform a decentering of classroom spaces that allows for marginalized positionalities to disrupt normative assumptions about how we approach myriad aspects of classroom experiences. After tracing the theoretical lineage of queer pedagogy and the theory that informs it, specific pedagogical aspects such as method, texts, and assessment can be cast in a queer context. With openness, fluidity, and the embracing of the unknown, the queer pedagogue holds space for new sites of epistemological inquiry which moves toward not inclusion, rather a disruption of the colonized lineage of the classroom.

 

Racially liberatory pedagogy: A Black Lives Matter approach to education

Author(s): Castillo-Montoya, M. Abreu, J. Abad, A.
Date: 2021
Publication: Black Liberation in Higher Education
Citation: Castillo-Montoya, M., Abreu, J., & Abad, A. (2021). Racially liberatory pedagogy: A Black Lives Matter approach to education. In Black Liberation in Higher Education (pp. 59–79).
Section on webpage: Liberatory Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: In this chapter of Black Liberation in Higher Education, the authors use a focus on the Black Lives Matter (#BLM) movement to discuss racially liberating frameworks for education. #BLM has brought change to institutions by forcing changemakers to recognize and combat anti-Blackness. The material in this book is designed to assist researchers, instructors, institutional leaders, and policy-makers in supporting Black affiliates of educational institutions.

 

Toward defining and integrating multicultural and feminist pedagogies

Author(s): Enns, C. Z. Forrest, L. M.
Date: 2005
Publication: American Psychological Association
Citation: Enns, C. Z., & Forrest, L. M. (2005). Toward defining and integrating multicultural and feminist pedagogies. In Teaching and social justice: Integrating multicultural and feminist theories in the classroom (1st ed.). American Psychological Association.
Section on webpage: Liberatory Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Summary) Teaching and Social Justice provides psychologists and educators with a foundation to create their own multicultural feminist pedagogy. The volume challenges them with self reflection and thought-provoking questions such as: How does one’s multicultural or feminist theoretical orientation influence how one teaches social justice? How does this influence the manner in which one teaches about diversity issues? How might one’s theoretical position influence the organization and structure of the classroom, the interventions used, or classroom dynamics and learning?

 

Post-critical pedagogies: A feminist reading

Author(s): Lather, P.
Date: 2014
Publication: Routledge
Citation: Lather, P. (2014). Post-critical pedagogies: A feminist reading. In Feminisms and Critical Pedagogy (pp. 120–137). Routledge.
Section on webpage: Liberatory Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) Feminisms and Critical Pedagogy centres around the theoretical effort to construct a feminist pedagogy which will democratize gender relations in the classroom, and practical ways to implement a truly feminist pedagogy.

 

Toward a richer theory of feminist pedagogy: A comparison of “liberation” and “gender” models for teaching and learning

Author(s): Maher, F. A.
Date: 1987
Publication: The Journal of Education
Citation: Maher, F. A. (1987). Toward a richer theory of feminist pedagogy: A comparison of “liberation” and “gender” models for teaching and learning. The Journal of Education, 169(3), 91–100. https://www.jstor.org/stable/42741791
Section on webpage: Liberatory Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women’s development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

 

Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy

Author(s): Baker-Bell, A.
Date: 2020
Publication: Theory Into Practice
Citation: Baker-Bell, A. (2020). Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy. Theory Into Practice, 59(1), 8–21. https://doi.org/10.1080/00405841.2019.1665415
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) In this article, the author historicizes the argument about Black Language in the classroom to contextualize the contemporary linguistic inequities that Black students experience in English Language Arts (ELA) classroom. Next, the author describes anti-black linguistic racism and interrogates the notion of academic language. Following this, the author provides an ethnographic snapshot that shows how Black students in a ninth grade English Language Arts (ELA) class perceptions of Black Language reflected internalized anti-black linguistic racism. The author offers Anti-Racist Black Language Pedagogy as an approach that English Language Arts teachers can implement in an effort to dismantle anti-black linguistic racism and white cultural and linguistic hegemony in their classrooms using Angie Thomas’ (Citation2017) novel The Hate U Give. The author concludes with thoughts about how an Anti-Racist Black Language pedagogy can help ELA students develop useful critical capacities.

 

Emancipatory pedagogy in practice: Aims, principles and curriculum orientation.

Author(s): Nouri, A. Sajjadi, S. M.
Date: 2014
Publication: The International Journal of Critical Pedagogy
Citation: Nouri, A., & Sajjadi, S. M. (2014). Emancipatory pedagogy in practice: Aims, principles and curriculum orientation. The International Journal of Critical Pedagogy, 5(2). https://libjournal.uncg.edu/ijcp/article/view/228
Section on webpage: Liberatory Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) This study was conducted to develop a practical framework for applying the theory of emancipatory or liberatory pedagogy in educational policy and practice. For this purpose, after a brief review on the evolutionary process of emancipatory pedagogy in education, the theoretical literature that explicates, describes, and discusses emancipatory pedagogy was reviewed and some important aspects related to practice, such as its practical possibility, educational aims, principles, and its orientation to curriculum was deducted. Based on the literature review, Emancipatory approach to education that heavily represented in the works of Paulo Freire, Ira Shore, Henry Giroux and Peter McLaren, is an innovative approach in education which has been successful in practice. Emancipatory pedagogy is founded on the notion that education should play a role in creating a just and democratic society. The main educational aims of this approach are manifestation of humanization, critical conscientization, and establishing a problem-posing education system. Emancipatory pedagogy has its main function the revelation of tacit values that underlie the enterprise and empowering students and teachers through overthrow the barriers between teachers and students, and invite them to critically analyze the political and social issues as well as the consequences of social inequity. This requires a negotiated curriculum based on true dialogue that values social interaction, collaboration, authentic democracy, and self-actualization towards making fundamental changes both individually and socially.

 

The realization of anti-racist teaching.

Author(s): Brandt, G. L.
Date: 2022
Publication: Routledge
Citation: Brandt, G. L. (2022). The realization of anti-racist teaching. Routledge. https://doi.org/10.4324/9781003144625
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) First published in 1986, The Realization of Anti-Racist Teaching explores the subject and importance of anti-racist education. The book examines the relationship between the educational debate at the level of academic institutions, professional organisations, and local education authorities within the context of the actual practice of teaching. It also questions how to link anti-racist theories put forward by theorists and activists to the practice of teachers. The Realization of Anti-Racist Teaching is a detailed discussion of the history of racism and of anti-racist teaching and education.